RGANIZATION AND ADMINISTRATION 
OF EVENING CLASSES 



IN 



HOME-MAKING 



FOR TEXAS 




STATE BOARD FOR VOCATIONAL EDUCATION 
AUSTIN. TEXAS 



ORGANIZATION AND ADMINISTRATION 
OF EVENING CLASSES 



IN 



HOME-MAKING 

FOR TEXAS 



PREPARED 

JESSIE W. HARRIS 

AND 

LILLAN PEEK 
Directors for Home Economic Education 




STATE BOARD FOR VOCATIONAL EDUCATION 

AUSTIN. TEXAS 

A123-1 122-1 500-L 






LIBRARY OF CONGi-it-'^b 

>SC»IVKti 

JAN3-1923 



FOREWORD 

Evening schools were created to offer educational opportunities to 
those who (for any reason whatsoever) are not in school. They are as 
broad in their scope as the needs of those who care to attend. There 
is an increasing demand for evening classes in home-making. 

This bulletin is issued for the purpose of promoting tbe organization 
of classes to meet this demand, and to give helpful suggestions to super- 
intendents, principals, supervisors, and instructors who undertake the 
development of courses in home-making in evening schools with the 
hope that the work in Texas may approach the best standards. 

Idaho had so much to offer Texas in the formulation of her plan for 
home economics evening classes in home-making, that acknowledgment 
and thanks is hereby given for the helpful suggestions gained in the 
preparation of this bulletin from the Idaho home economics evening 
school bulletin, and for the courtesy shown us by the Director of Voca- 
tional Education in Idaho in permitting us to use freely their outlines 
for courses. 



TABLE OF CONTENTS 



PAGE 

Foreword 3 

Backgroimd for Organization — 

Need for Evening Classes 7 

The Need for Home-making Training 7 

Infant Mortality 7 

Malnutrition 7 

Training for Spending 8 

Opportunities in Texas for Home-makers 8 

Home-makers' Eesponsibilities 9 

A Program for Texas 9 

Plans for Organization and Administration of Evening School 
Work- 
Organization 10 

Type of Pupil 10 

Size of Class 10 

Classification of Pupils 10 

Time and Place of Meeting 10 

Plant and Equipment. 10 

Minimum for Maintenance 11 

Length of Courses 11 

Type of Instruction 11 

Certification of Pupils 11 

Qualifications of Teachers 11 

Salaries of Teachers 1 "3 

Characteristics of the Successful Teacher 13 

Character and Content of Courses of Study 13 

Uses of Courses of Study for Growth 14 

Publicity 14 

Local Supervision 15 

Advisory Committee 15 

Class Records 15 

Attendance Record Graphs 15 

Reports 17 

Reimbursement 17 

Outlines of Suggested Units^ 

The Household Budget 18 

Household Management and Housewifery 22 



PAGES 

Home Planning and Furnishing 22 

Health and Home Nursing 24 

The Layette 26 

Commercial Patterns 27 

The Paper Dress Form 28 

Eenovation 29 

Eemodeling 29 

MilHnery 29 

Laundering 30 

Food Study 30 

Mothereraft and Child Welfare 32 

Child Care and Training 33 

House Dress 35 

Tailored Shirt or Shirtwaist 35 

Millinery (Fall and Winter) 36 

Survey Course for Working Girls 37 

Clothing Units (Other Outlines) 40 

Food Study (Other Outlines) 42 

Books and Bulletins 43 



BACKGROUND FOR ORGANIZATION OF EVENING 
CLASSES IN HOME-MAKING 

As a background to the Texas plan for the organization and admin- 
istration of evening school claisses in home-making for women who can- 
not avail themselves of the day school program, the following facts and 
figures may be interesting: 

NEED FOR EVENING CLASSES IX HOME-MAKING 

From a study made of the situation in Texas, the need for evening 
classes in home-making is apparent. The study included the White 
population only. Had it been extended to include the negro popula- 
tion, the arguments would be even more convincing. Following are some 
of the facts revealed in the study made to determine tlie importance of 
home-making as a vocation. 

The total number of white women in Texas over 21 years of age is 
723,063. It is generally conceded that at least 80 per cent of all women 
over 21 years of age are home-makers. On this estimate, Texas has 
577,650 white women actively engaged iii home-making. 

The figures show that more people are engaged in farming than in 
any other occupation in Texas. 

The total number of white farmers in Texas is 357,249. (Figures 
from State Department of Agriculture.) 

There are, therefore, 1.6 times as many women engaged in home- 
making in Texas as there are persons engaged in any other occupation — 
or, 220,401 more women engaged in home-making than men (and 
women) engaged in farming. (These figures were taken from the 
U. S. Census Eeport, 1910.) 

THE NEED FOR HOME-MAKING TRAINING 

Since home-making, judged by numbers, is the chief occupation of 
the citizens of Texas, undoubtedly training is needed for this occupation. 

INFANT MORTALITY 

Here again statistics are interesting. According to the vital statistics 
(World Almanac, 1921), 13 per cent of all deaths in Texas in 1918 
were of children under one year of age. It is agreed by authorities 
that ignorance of the mothers is the chief cause of death during this 
first year. Poverty is also a contributing cause, but "ignorance in- 
creases the evils of poverty." Increased knowledge of child feeding, 
and instruction in selecting and buying food has decreased the infant 
death rate even under conditions of great poverty, proving that igno- 
rance is the greater factor in infant mortality. 

MALNUTRITION 

Of those children who do survive the critical period of infancy and 
reach school age, many are suffering the serious handicap of malnu- 
trition. Studies made by the home economics extension service of the 



University of Texas, through nutrit'ou clinics conducted in public 
schools of all parts of Texas, show that 30 per cent of the children in 
the first three grades are more than 10 per cent under weight. Dr. 
Emerson of Boston, an authority on malnutrition, considers that chil- 
dren as much as 7 per cent or more under normal M^eight are on the 
danger line. If children 7 per cent under weight were included in the 
Texas studies, the per cent of under-nourished children would be greater 
than 30 per cent. 

That ignorance rather than poverty is responsible for this condition,, 
is proved by the fact that the investigations show that the percentage 
of under-nourished children in well-to-do families is appallingly large; 
and further, that an increase of knowledge of nutrition on the part 
of the mother and child has restored many children readily to normal 
weight and health. 

TEAINING FOK SPENDING 

These reasons are enough to convince one that training for home- 
making is necessary, but there are still further arguments. The home- 
maker is the chief spender and she, therefore, needs to know the goods 
she is consuming. A cotton buyer can waste or save thousands of dollars 
by the inaccuracy or accuracy of his knowledge of cotton. If the home- 
maker needs similar specific knowledge of the commodities she is 
buying, should she get it from the clerk, the grocer, the retailer ; or 
should it be a part of the education or training for her life work which 
it is the function of the state to provide through the public schools? 
There is also the further consideration that home activities have so 
changed, commodities have so multiplied, and conditions so changed,, 
that the training needed for home-making cannot be gained at home as 
it formerly was. 

OPPORTUNITIES IN TEXAS FOR TRAINING HOME-MAKERS, PRESENT AND' 

FUTURE 

White only. 

Total number of girls of high school Hiie in Texas 163,733' 

(Scholastic enumeration of 1919-20 — State Superintend- 
ent's Eeport.) 
Number of girls in high school 62,397 

Girls of high school age. not in school 101,336 

The number of classified high schools in Texas, 1920-21. . . . 549 

(Bulletin 132, State Department of Education.) 

Number of schools having any accredited work in home eco- 
nomics 161, or 29 

(Bulletin 132, State Department of Education.) plus % 

The length of course is from one-half to four years, averaging 328 
years of work. The average number of students per class is generously 
estimated at 16, which means 5,248 girls in Texas get as much as one 
year of home economics training, or about one girl out of twelve in 
high school and one out of every thirty-one of high school age in Texas. 

There is little or no opportunity for the 577.650 home-makers to 
secure instruction. Were such an opportunity offered through evening^ 
classes, many would avail themselves of it. 



— 9- 



HOME-MAKERS RESPONSIBILITIES 



Home-making is an occupation which centers around the home and 
is usually a cooperative enterprise shared by several people. It includes 
the following lines of activity : 

1. The care and rearing of children. 

2. The care of house and its equipment. 

3. The selection, preparation and serving of food. 

4. The selection and care of clothing and to some extent its actual 
construction. 

5. The care of the health of the family. 

Home-making is also a business and social enterprise, the home- 
maker must determine the expenditure of family income, and must 
direct or perform the labor involved in running the plant. As a part- 
ner of the head of a social and civic unit, she is very largely responsible 
for the educational, moral and social standards of the home. 

A PROGRAM EOR TEXAS 

How shall Texas reach the vast number of women engaged in the 
vocation of home-making who need help and instruction along the line 
of their vocation, and how shall the thirty girls of high school age who 
do not have an opportunity to prepare for the vocation of home-making 
in the schools now existing be given a chance to get the much needed 
training ? 

1. Texas should provide short unit courses for the older group of 
girls and women — (evening schools). 

2. Texas should provide part-time schools or classes for girls out 
of school but of school age. 

3. Texas should provide courses of study in home-making in every 
high school in Texas and two years of such work should be required of 
every girl. (Nearly all high schools now require two years of algebra 
of every girl; surely such a requirement would be harder to justify 
than the requirement of home economics.) 

4. Texas elementary schools and junior high schools should offer 
home-making instruction in the sixth and seventh grades since a large 
majority of girls leave school before entering the high school. 



—10- 



PLANS FOR ORGANIZATION AND ADMINISTRATION OF 
EVENING CLASSES IN HOME-MAKING FOR TEXAS 

The following plan for evening school work in Texas has been agreed 
upon by the State and Federal Boards for Vocational Education as a 
basis for the expenditure of funds for evening school work under the 
Smith-Hughes Act. 

ORGANIZATION 

All classes should be under public supervision and control. 

TYPE OF PUPILS 

All women 16 years of age or over are eligible to membership m 
evening school classes. It is conceded that all women have, to a 
greater or less degree, household duties regardless of whether or not 
they are actually engaged in keeping house. With such an under- 
standing, home economics classes in evening schools are open to any 
women who are engaged to any extent, or in any way, in the perform- 
ance of household duties. Classes are not limited to women who give 
their entire time to employment within the home. Classes may include 
instruction in all home-making activities. 

SIZE OF CLASS 

Since the teacher is responsible both for instruction and production, 
it is believed that 16-20 pupils is the size of class in which most 
efficient instruction can be given. 

f 

CLASSIFICATION OF PUPILS 

A definite policy of classification is essential to the success of the 
work. Some of the important factors may be summarized as follows: 

Registration. The use of registration cards which record the in- 
formation necessary for classification of the pupils is recommended. In- 
formation on these cards should be further supplemented by individual 
or group interview of applicants. Sufficient time should intervene be- 
tween registration and opening of the classes to permit of classification 
and organization of units. Some of the determining factors in this 
classification are age, nationality, occupation, social interests, experience 
and ability in the subject chosen. 

TIME AND PLACE OF MEETING 

Evening school classes may meet anywhere and at any time to suit 
the convenience of the group. A place accessible to the majority should 
be selected. 

PLANT AND EQUIPMENT 

The plant and equipment must be sufficient to guarantee thorough 
and practical instruction. The evening school classes will usually be 
held in the same plant used for day-school classes, hence the utility of 
day-school equipment is increased and an additional outlay is unneces- 
sary. It may be advisable at times to take the classes into a well- 
equipped home which someone will lend occasionally for the cause. 



-11— 



MINIMUM FOR MAINTENANCE 



Sufficient funds must be provided locally for successfully conducting 
classes in foods, child care, home nursing, etc. 

LENGTH OF COURSES 

Experience with evening schools and classes indicates conclusively 
that the short unit course is the practical and logical organization for 
?uch classes. The short unit course has a definite aim, is complete in 
itself, and is open to persons unable to attend classes for long periods 
of time. 

Grouping the work into units offers a variety of choice, and thus 
gives an opportunity to the woman to choose only such work as fits her 
particular need. Further, courses may be planned by grouping the 
units in any sequence and into any length course, depending entirely 
upon the demands, the previous experience, and the time at the dis- 
posal of the group. Units may be organized either independently or 
in a progressive sequence. The organization of the work into short 
units enables the students to enter the course at the beginning of the 
unit which seems to fit their particular need and to withdraw, if they 
so desire, when the unit is completed. Eegistration for evening classes 
may be two, three, four, six, or ten times a year, depending upon the 
number of units of work offered. For further explanation, of short unit 
courses, see suggested outlines in the back of this bulletin. 

TYPE OF INSTRUCTION 

Every student should work on a problem involving common funda- 
mental principles so that group instruction may be possible. This re- 
sults in better work and enables the teacher to reach more successfully 
a larger number. This does not mean that the garments under con- 
struction must be identical. Variety may be secured in material and 
in choice of pattern to be used. In the unit organization of courses 
the time must be carefully utilized. ~No leeway is allowed for ineffective 
instruction. The success of the teacher is measured by the ability of 
members at the close of courses to do independently that for which they 
enrolled. In order to reach such efficiency in the given time, the teach- 
ing must be virile, illustrative, and to the point. Every action on the 
part of a teacher should count. When she appears before a class she 
should know step by step what she is to accomplish. 

CERTIFICATION OF PUPILS 

Certificates should be given for satisfactory completion of a unit or 
certain number of units, or a period of work. This will create a pride 
in finishing units started. It will also aid a new teacher in enrolling 
students who have had work before. 

QUALIFICATIONS OF TEACHERS 

The qualifications of teachers will vary according to the courses to 
be taught. 

The evening school teacher must have adequate practical experience 



—12— 

which may, in part, take the place of technical training. Since evening 
school work is organized on short units, the qualifications of the teach- 
ers must to some extent be pa&sed on for each teacher according to the 
units she is to teach. A woman with good trade experience, or prac- 
tical home experience, supplemented by methods of teaching in order 
to acquaint her with presenting material to a class, will make a satis- 
factory evening school teacher. The teacher of an evening school class 
must know the phase of home-making she is teaching. When possible, 
teachers in evening schools may approximate the teachers in day schools 
in training. In this case, they should have two years of college prep- 
aration in an institution of approved standing, such training to include 
home economics subjects, related subjects, professional subjects, and 
general subjects. Trade experience should be considered equivalent for 
dressmaking or millinery teachers, if they have had teaching experience 
or when they shall have completed a teacher-training course. Persons 
with not less than two years' college training in home economics are 
eligible to teach foods courses. Story telling and children's literature 
courses may be taught by kindergarten teachers or librarians. Home 
nursing courses may be taught by registered nurses or physicians. The 
household management courses, as well as those in house planning and 
furnishing, may be greatly improved by drafting the services of those 
persons in the community best qualified to give the information desired. 
Business and professional men are often willing and glad to be called 
upon for this service. 

Full-time day-school teachers should not, as a rule, be permitted to 
teach on the same days in evening schools. Both day and evening 
courses suffer. They may plan for and successfully teach Saturday 
classes. Such classes may be held at any hour of the day convenient 
to the group. 

Such an arrangement as the above may be made by the vocational home 
economics teachers throughout the state and the course may extend over 
a number of succeeding Saturdays. If desired, evening school classes 
may be organized in towns having only a small home economics depart- 
ment to follow immediately at the close of the school. The regular 
home economics teacher should feel the responsibility of making such 
evening school work possible, and either offer to teach the classes her- 
self or secure a competent teacher in the community to do such teach- 
ing. If a person other than the regular home economics teacher is em- 
ployed for evening school work, classes may be organized any time of 
year to suit the convenience of the group and teacher. 

In all instances, the evening school teacher in home economics is sub- 
ject to the approval of the state directors of home economics education, 
if the salary is reimbursed from state and federal funds. 

SALARIES OF TEACHERS 

The salaries paid evening school teachers should be sufficient to attract 
the well-trained and well-qualified teacher. 

CHARACTERISTICS OF THE SUCCESSFUL TEACHER 

To be successful in evening school teaching, a person should possess 
the followinar characteristics : 



—13— 

1. Have a winning personality. 

2. Like people and be interested in their hopes and aspirations. 

3. Show a willingness to learn. 

4. Have a thorough knowledge of the siil)ject matter she is to teach. 

5. Possess good common sense and be a living example of her 
teaching. 

6. Must be sincerely enthusiastic and be able to command the respect 
and win and retain the confidence and interest of those who enter her 
classes. 

7. She should be able to give them some permanent inspiration. 

8. Must be a teacher. With all the knowledge of subject matter in 
the world, if the person is unable to organize and present the subject 
matter in such a way as to inspire the pupils to get the full value from 
the school, she is in part a failure. The teacher \\ho ])lans extras for 
■each lesson is the teacher who has had the vision. 

CHAEACTER AND CONTENT OF THE COURSES OF STUDY 

Each community and each group must be studied in order to decide 
upon its needs. The individual is much more important than the sub- 
ject. The wise teacher is always alert for cues from her pupils as to 
their real needs and she plans her succeeding lessons accordingly. 

Courses in cooking, dressmaking, and millinery have been offered in 
•every community starting evening school work in Texas. There is too 
much of a tendency to stop with these courses. The opportunity for 
instruction should be extended to include all branches of home-making, 
namely : 

1. Selection, })reparation and serving of foods to meet the needs 
•of the family. 

2. Selection, making, repairing, remodeling, renovation, and gen- 
eral care of clothing (including accessories such as shoes, hose, hats, 
gloves, etc.) 

3. Home nursing, including first aid, invalid cookery, and general 
care of the patient. 

4. Personal hygiene. 

5. Home and community hygiene. 

6. Home management, including the organization of the household, 
the business of the household, the wise use of the family income. 

'7. House planning, equipping and furnishing. 

8. Beautiflcation of home grounds. 

9. Child care — physical : 

(a) Prenatal. 

(b) From birth to one year. 

(c) One year to four years and so on grouping according to 

development. 

10. Child care — mental : 

(a) Eecreation for children. 

(b) Story telling, games, toys, books. (Grouping of parents 

for these units should be made according to the ages 
of their children.) (Men should be admitted.) 

11. Survey courses for young hous(;wives or prospective housewives — 

setting up standards in : 



(a) Foods — cooking and serving, marketing, menu making. 

(b) Clothing — selection of wardrobe. 

(c) Shelter — selection of house, household furnishing, equip- 

ment. 

12. Cafeteria food selection. 

13. Buying ready-made clothing. 

14. Units in shopping. 

15. Survey courses for working girls. 

Some of the above courses are recommended only for evening schools 
in the cities where many specialists are available. Qualified persons,, 
such as kindergarten teachers, city librarians, merchants, grocers, bank- 
ers, educational directors in department stores, shoe buyers, cafeteria 
managers, hardware dealers, bookmen, physicians, nurses, real estate 
men, lawyers, and abstracters, are usually glad to extend their services 
upon request. 

USES OF COURSES OF STUDY FOR GROWTH 

A tentative course of study which seems to fit the needs of the group 
should be made. The teacher might parallel this with a record of the 
course as it actually develops. This should furnish valuable material 
to aid in the formation of new courses of study. 

It is not always possible to get groups to register for the courses they 
most need. The teacher or supervisor who is keenly interested in the 
classes will often make the opportunity for getting the needed informa- 
tion to them. This may be done by : 

1. Introducing short units within the units by bringing in the spe- 
cialist for a lecture or demonstration. 

2. By suppkmenting or complementing the instruction in the reg- 
ular unit by lectures, either by the regular teacher, the supervisor, or 
a specialist. The teacher should realize from the first that she doe& 
not need to give every lesson herself if she can find a person better 
qualified to give it. 

Some suggestive outlines are given in the back of this bulletin. These- 
outlines are by no means exhaustive. It is needless to attempt to out- 
line all the units possible of development under the courses suggested 
above. Such an attempt would be wasted effort, as scarcely any course 
can be worked out which will fit exactly two different situations. The 
organization of courses is, therefore, left largely to the individual teacher. 

PUBLICITY 

Evening school work is voluntary and, therefore, must be sold to the 
public. For this reason promotion of the work is an important feature 
of this type of education. When the local authorities once decide to- 
offer evening courses, their first step is to attract the attention of the 
persons needing the work and to convince them of the advantages the 
evening school offers. This has been successfully done by the following 
methods : 

Newspaper advertising. 
Newspaper write-ups. 



—15— 

Posters placed in street cars, store windows, factories (near time 

clock), restaurants, libraries, fences. 
Fliers — grocers' packages, school children, pay envelopes. 
Small printed slips used same as fliers. 

Personal visits to the homes — through clubs and other organizations. 
Talks to workers' and women's clubs. 
Exhibits in store windows and other public places — 

Before opening. 

During school year — (of work accomplished). 

At the end of the school year. 

In communities where there is a large foreign speaking element, it 
is suggested that the publicity work be carried on in the various lan- 
guages represented. 

The work itself is the best advertisement. If it becomes immediately 
useful, it is certain to bring enthusiasm from the class and new recruits 
on the class-roll. The best compliment the teacher can have is for her 
pupils to bring others to share their opportunities. 

LOCAL SUPERVISION 

Local supervision of evening school work is necessary where many 
teachers are employed. The supervisor should be employed either on 
a full-time or part-time basis. In either case provision should be made 
by the board for paying the local supervisor a salary, in order that she 
may feel it is an important part of her work. 

ADVISORY COMMITTEE 

A local committee consisting of interested women, acting with the 
superintendent, principal or director of evening schools, and evening 
school supervisor and teacher, could aid greatly in promoting classes, 
securing qualified teachers, and suggesting courses to be offered. 

CLASS RECORDS 

Eecords should be kept and legitimate devices used to promote punc- 
tuality and decrease absence. (The short unit course itself is a great 
factor in securing constant attendance by the rapid intensive work that 
always creates and holds interest.) 

Class record books should be kept by each evening school teacher 
containing the address, telephone number and data regarding the home 
responsibilities and other duties of each member of her class; record 
of attendance, including reasons for tardiness, absences, or discontin- 
uance of course. 

ATTENDANCE RECORD GRAPHS 

The attendance record graph is an interesting method of showing 
the attendance of the unit group. The group as a rule takes pride in 
keeping the record high. The following cut shows how this may be 
kept. A chart or blackboard may be used for the graph and the record 
should be made in the presence of the group. 

Note : This graph is shown through the courtesy of the State Director of 
Trade and Industrial Work. It is equally applicable to home economics classes. 



—16- 



MoNTHLY Attendance Chart 

Trade and industrial evening Schooli 

SAN ANTONIO PUBUIC SCHOOLS 

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—17- 



REPORTS 



Monthly reports satisfactory to the supervisors are required by the 
State Board of all teachers whose salaries are to be reimbursed. Report 
blanks are furnished by the Board and should be tilled out carefully 
and accurately and sent to the state office the first of each month for 
the preceding month throughout the evening school term. In city sys- 
tems the supervisor or director of evening schools attaches to the in- 
structor's reports a monthly summary report on the blank provided by 
the state supervisors. An annual summary blank is also furnished, 
which is filled out by the city supervisors from the monthly reports. 

A copy of the monthly report blank will be furnished upon request. 

REIMBURSEMENT 

Reimbursement may be made by the State Board for Vocational Edu- 
cation when evening classes in home economics are organized on the 
foregoing plan. Such reimbursement will be made not in excess of 
one-half of the teacher's salary for the time devoted to evening school 
work, and will be dependent upon the organization of classes on a unit 
basis, sustained attendance, and the standard and quality of work. 

Application for aid is made to the State Board. If satisfactory, a 
contract is entered into and the money set aside by the Board to be 
used as reimbursement to school boards for money spent on the salaries 
of home economics evening school teachers whose reports have been 
received and work approved. 

Reimbursement is made quarterly after the work has been completed 
and the salary paid the teacher by the board. It is expected that 
teachers will be paid monthly and that they will not in any instances 
be required to wait until the state and federal moneys are received. 

Blanks for reimbursement requests are sent out by the State Direc- 
tors of Home Economics Education. 



—18- 



SUGGESTED UNITS FOR EVEmNG CLASSES OUTLINED 

The outlines from I3age 18 to page 34 are from evening courses in 
home economics used in Idaho. 

THE HOUSEHOLD BUDGET UNIT 

Lesson I. Planning the budget. 

I. Divisions of the budget, or needs of the family — food, clothing, 
shelter and operating expenses, advancement of family life, 
savings. 

II. General factors influencing division of income. 

1. Number in family. 

2. Health of family. 

3. Family habits and standards. 

4. Occupation and environment. 

III. Factors influencing specific family budgets. 

A. Necessities. 

1. Livingconditions, ownership versus rental of home. 

2. Water supply, light, heat. 

3. Food. 

4. Clothing. 

5. Service in the home. 

B. Family advancement. 

1. Saving and investments. 

2. Life, accident and health insurance. 

3. Cultural wants. 

a. Education. 

b. Recreation. 

c. Books, magazines, etc. 

d. Church, charities. 

e. Organization dues, etc. 

IV. Division of typical incomes. 

A. $1,000 income. 

1. Food, almost one-half. 

2. Shelter, one-fifth. 

3. Clothing, one-tenth or more. 

4. Operation, one-tenth or less. 

5. Sundries, one-tenth. 

B. $2,000 income. 

1. Food, one-fourth. 

2. Shelter, one-fifth. 

3. Clothing, one-seventh. 

4. Operation, one-seventh. 

5. Higher life, one-fourth. 

C. As income increases. 

1. Food portion decreases. 

2. Shelter portion remains same. 



—19— 

3. Clothing jjortion increases. 

4. Operation portion increases. 

5. Higher life portion increases. 
D. Divide specific incomes on this basis. 

Lesson II. The keeping of accounts. 

I. Purpose of accounting. 

A. Valuable in controlling expenditures. 

B. Eecords a guide for planning future budgets. 

C. A business method efficient in the home. 

D. Shows how to best meet demands and increasing prices 

on present day incomes. 

E. Avoids worry over outcome of expenditures. 

II. Systems of keeping accounts. 

A. Simple methods are used to best advantage. 

1. Card file. 

2. Account sheets arranged with separate column 

for each division. 

B. Daily expenditures, also weekly, monthly and annual 

totals are to be made if accounling proves of great- 
est value. 

III. Practice in accounting. 

A. Keeping of personal budget and accounts during course. 

B. Keeping of household budget and accounts during course. 

Lesson III. The food budget. 

I. Eequirements of a food budget. 

A. To maintain health of family by a well-balanced diet. 

1. Buy 1 pt. milk daily for each member of family. 

2. Spend no more for meat than milk. 

3. Spend as much for fruits and vegetables as for 

meat. 

4. Largest return for money spent if one-fourth is 

for cereals. 

B. To provide special and suitable food for infants, chil- 

dren and aged members of family. 

II. Food needs of the body. 

A. Body building, muscles, bone and blood. 

1. Value of milk and eggs. 

2. Cost of meat versus beans, cheese and nuts — ex- 

tent to which they may be used. 

3. Utilization of meat flavor. 

B. Fuel. 

1. Cereals, cheapest source of fuel. 

2. Value of cheap fats versus expensive ones. 

3. Influence of water content upon fuel value. 

a. Dried fruits and vegetables versus fresh 

ones. 

b. Peanut butter, beans and cheese versus 

meat. 



—20— 

C. Body regulation, 

1. Water — necessity of use, source, as beverage, or 

from liquid foods, vegetables, fruits, etc. 

2. Minerals, how supplied, and use in body. 

3. Vitamines, function and where found. 

III. Making a successful food budget. 

A. Anticipate food needs — plan menus ahead. 

B. Purchase wisely — in season, in quantity when profit- 

able, but avoid waste and excessive outlay of money. 

C. Economical methods of cooking. 

1. Economical versus wasteful use of material. 

2. Save fuel and time in cooking. 

a. Use of fireless and pressure cookers. 

b. Storage heat of electric stoves. 

c. Simple methods of preparation. 

d. Canned and ready prepared foods — com- 

parison with home products — as to cost, 
time of preparation and nutritive value. 

D. Training of children in food habits. 

Lesson IV. The clothing budget. 

I. Extent of clothing outlay: 

A. Must provide for needs of all members of the family. 

B. Must satisfy legitimate family standards as to appear- 

ance, etc. 

II. Purchase of clothing. 

A. Seasonable operation, hence markets artificially con- 

trolled. Prices high at beginning of season, 
lowered as season advances. 

1. Advantages in buying out of season. 

a. Conservative styles in clothing and foot- 

wear may be "carried over." 

b. Cloth is available for making early the 

following season. 

2. Stock reduction and clearance sales offer reliable 

purchases. Attend sensational "bargain sales" 
with caution. What is a bargain ? 

B. Quality. 

1. Good quality to the extent of durability is always 

economy. 

2. A good mixture is better than a poor quality of 

pure fiber. 

C. Style. 

1. Choose conservative styles, emitting fads. 

2. Simple designs save material and do not tire so 

quickly. 

3. Use few and staple colors. 

4. Underwear requiring little or no ironing saves 

time, energy, fuel and starch. 

D. Simple tests for textile buying. 



—21— 

III. Care of clothing. 

A. Proper care almost doubles life of many garments. 

1. Washing versus dry cleaning. 

2. Airing — in closet, room, out-of-doors. 

3. Proper hanging, folding, etc. 

4. Care of shoes — mending, cleaning, use of trees. 

B. Training of children in care of clothing — games, sew- 

ing on buttons, shining shoes. 

IV. Proportion of clothing expenditures for families on various 

incomes. 

Lesson V. Housing. 

I. Rental versus ownership. 

A. Ownership involves upkeep, taxes, and interest on in- 

vestment. 

B. Satisfaction — permanent, effect upon children. 

C. Convenience, dependent upon occupation of family. 
II. Operating expenses. 

A. Light, heat, water, service. 

B. Furnishings. 

1. Includes renewal and new equipment. 

2. Avoid non-essentials, which require labor to keep 

bright or dusted. 

3. Records. 

C. Cleaning. 

1. Cost of cleaning. 

a. Labor-saving devices. 

b. Co-operation — owning of vacuum cleaner. 

2. Standards. 

III. Proportion of specified incomes spent for housing. 

Lesson VI. Advancement of family life — summary. 

I. N"ecessities for advancement — study of family needs. 

A. Education. 

1. Schooling for children. 

2. Books, magazines, music, lectures, etc. 

B. Recreation. 

1. Theater, concerts, etc. 

2. Travel, automobile. 

C. Obligations, church, charity and benevolence, com- 

munity interests, etc. 

D. Maintenance of health. 

E. Savings. 

1. Insurance. 

2. Investments. 

II. Desirable proportion of incomes to be spent for advancement. 
III. Personal expenditures. 

A. Carfare, lunches, entertainment of friends, etc. Many 

miscellaneous items are individual exj^enditures. 

B. Training of children in spending by the "allowance 

svstem." 



—22— 

IV. Criticism of budgets in actual operation. Adaptation of budgets 
to meet varying conditions. 

HOUSEHOLD MANAGEMENT AND HOUSEWIFEEY UNIT 

Lesson I. The successful home. 

I. Elements of success — moral, physical, economic. 
II. Relation of home to society. 

A. Influence of home on community. 

B. Obligation of home-maker to community. 

III. Standards of living. 

IV. Organization of home — order and system. 

Lesson II. Household operations. 

I. Division of work — available help. 

A. The daily routine. 

B. "Weekly, semi-weekly or bi-weekly work, 

C. Seasonal operations and occasional tasks. 
II. Time schedules. 

Lesson III. Care of the house. 

I. Care of working space — kitchen, pantry, laundry. 
II. Care of living space — living and dining rooms. 

III. Care of sleeping space. 

IV. Care of storage space. 

V. Care of equipment — silver, linen, cooking utensils, bedding, etc. 

Lesson IV. Home efficiency. 

I. Application of scientific management in the home. 
II. Scheduling and dispatching tasks. 

A. Eliminating useless tasks and conservation of energy. 

B. Time tests and schedules. 

III. Efficient equipment. 

IV. Arrangement of equipment for best work. 

Lesson V. The business of the household. 
I. Intelligent purchasing. 

'A. How to purchase foods. 

B. How to purchase clothing and household textiles. 

C. How to purchase household furnishings and equipment. 

D. Co-operation in spending. 

II. Business operations in the home, banking, purchasing of home — 
deed, abstract, mortgages and loans. 

home PLANNING AND FURNISHING 

Lesson I. Location of house. 
Soil and drainage. 
Aesthetic and social advantages. 
Convenience to work, schools, etc. 
Styles of architecture applied to house. 
Relation of architecture to landscape. 



—23— 

Lesson II. Study of floor plans. 

Arrangement for comfort and efficiency. 
Size of rooms. 
Doors and windows. 

Lesson III. Lighting and plumbing. 
Heating system. 
Ventilation. 

Lesson IV. Floor and wall furnishing. 
Woodwork and its finish. 
Built-in equipment and conveniences. 

Lesson V. Arrangement of kitchen and laundry. 
Floor finish and covering. 
Wall finish and covering. 
Labor saving devices. 

Selection and arrangement of range, sink, cupboard, etc. 
Essential small equipment and its selection. 

Lesson VI. Use of color in furnishings. 

Eelation of walls, furniture and draperies. 
Materials for draperies and upholstery. 

Lesson VII. The dining room, 

a. Woodwork finish, 

h. Floors and floor covering. 

c. Walls. 

d. Lighting fixtures. 

e. Selection and arrangement of furniture. 

f. Draperies and window hangings. 

g. China, glassware and silver. 

Lesson VIII. The living room. 

a. Room coverings, with special attention to rugs and carpets. 

b. AVall coverings, selection and arrangement of pictures. 

c. Lighting fixtures. 

d. Draperies and window hangings. 

e. Selection and arrangement of furniture with reference to com- 

fort, attractiveness and economy of time and energy in its 
care. 

Lesson IX. The sleeping rooms. 

a. Ventilation. 

b. Floor and wall finishes with special attention to sanitation. 

c. Beds and bedding. 

d. WindoAv hangings. 

e. Selection of furniture and other furnishings. 

Lesson X. The use and abuse of ornament. 
Pictures, selection, framing, hanging. 
Pottery, tapestries and other ornaments. 



—34— 

HEALTH AND HOME NURSING 

Lesson I. General information on care of the body to maintain health. 

A. Bathing, 

a. Frequency, temperature, duration. 

b. Effects of hot, cold, warm, sponge and shower baths. 

B. Special care of face and hands, structure of skin and nails. 

Cosmetics, massage and manicuring. 

C. The feet and their care. 

D. The hair ; its structure and care ; brushing, shampooing, dan- 

druff, oil, dust, tonics and massage. 

Lesson II. Special hj^giene of ear, eye, nose, mouth, teeth and throat. 

A. The structure, function and care of each. 

B. Dangers of neglect. 

C. Family habits as to mouth hygiene. , 

Lessons III and IV. Factors in maintaining health. 

A. Food. The digestive apparatus. 

a. The digestive apparatus, structure, function and im- 

portance of each part. 

b. Composition of food. 

c. Balanced ration. 

d. Protective foods and deficiency diseases. 

e. Dietetic requirements of various ages and occupations; 

how to feed at the same table. 

f. The value of water in the diet. 

g. Causes, consequences and prevention of constipation. 

B. Air. 

a. The respiratory apparatus; its structure and function. 

b. Composition of air. 

c. Dust and its dangers. 

d. Moisture, motion and temperature in internal ventilation. 

e. Methods of ventilating sleeping rooms, etc. 

f. Out-of-doors exorcise, sleep and play. 

g. The shut-in child or invalid. 

C. Clothing. 

a. Its function, use and abuse ; hygiene, ethics and aesthetics 

of clothing. 

b. The imyielding and restricting articles of clothing. 

c. Fashion and health in clothing for men, women and 

children. 

D. Exercise. 

a. Importance of exercise to health and development of 

child, youth and adult. Effects of lack of exercise. 

b. Exercise and clothing, corsets, shoes and skirts. 

c. Posture and its effect on health and efficiency. Posture 

and health at different age^s and under different 
conditions. 



—25 — 

E. Eest. 

a. Physiology of rhythmic attention and effort. The ef- 

fects of sustained effort. The importance of brief 
intervals of rest. 

b. Place of rest in child's day and in the home worker's 

day. How to accomplish rest, change of occupa- 
tion, etc. 

c. Sleep; its physiology, amounts, habits, insomnia. 

F. Eecreation. 

a. Purpose. What is recreation? '. 

b. Kind of recreation for the home-maker. 

c. Eecreation for the family group. 

d. Place of recreation in the daily and weekly program. 

e. Play in the life of the child. 

f. Vacations. 

Lesson V. Illness in the home. 

A. The sick room. 

a. Location of sick room; b. furnishings of sick room; c. 
arrangement of furniture for comfort and conven- 
ience; d. equipment for sick room; e. care of equip- 
ment; f. how to clean without dust or noise. 

B. The home-maker as nurse. 

a. Preparation for responsibility ; b. physical qualifications ; 
c. dress while on duty; d. care of hands and feet while 
on duty; e. rest. 

C. Sick room procedure. 

a. Keeping the bedside record, how and what to record ; b. 
taking and carrying out the doctor's orders ; c. taking 
the temperature, pulse and respiration. 

Lesson VI. Personal care of patient. 

a. Outline for daily routine, care of patient ; b. demonstrate morn- 
ing toilet of patient, bath, hair, teeth, nails, changing gown, 
bed; c. night toilet; d. small comforts which count. 

Lesson VII. Sick room procedure (continued). 

a. Giving temperature-reducing baths ; b. giving sweats and appli- 
cations for external heat ; c. giving enemas, irrigations and 
douches ; d. collection of specimens for analysis ; e. disinfec- 
tion and disposal of excretions and discharges. 

Lesson VIII. Home treatment and prevention of spread of common 
respiratory diseases. 
a. Common colds: b. la grippe; c. tonsilitis; d. quinsy; e. septic 
sore throat: f. bronchitis, pleurisy, pneumonia; g. tubercu- 
losis, carried over to Lesson TX. 

Lesson IX. Tuberculosis. 

a. History, treatment, diet: b. local situation; c. national anti- 
tuberculosis work: d. Framingham anti-tuberculosis pro- 
gram. 



—26— 

Lesson X, Diseases of the digestive tract. 

a. Constipation; b. dysentery; e. intestinal parasites; d. typhoid. 

Lesson XI. Non-communicable diseases caused by bacteria. 

a. Arteriosclerosis; b. rheumatism; c. arthritis; d. neuritis; e. 

anaemia. 
Diseases of the skin. 

a. Eczema; b. ringworm; c. acne; d. blackheads; e. en- 
larged pores. 

Lesson XII. Diseases of childhood. 

a. Mumps ; b. measles ; c. chickenpox ; d. whooping cough ; e. diph- 
theria; membranous croup; f. scarlet fever, roseola; g. in- 
fantile paralysis. 

Lesson XIII. Common emergencies and minor ills. 

a. Fainting, unconsciousness; b. convulsions; c. hysteria; d. apo- 
plexy; e. epileptic seizure; f. colic; g. cramps; h. croup; i. 
heat prostration; j. hemorrhage; k. vomiting; 1. nose bleed; 
m. strangulated hernia; n. hiccough; o. earache; p. tooth- 
ache; q. neuralgia; r. hives; s. sties; t. prickly heat; u. in- 
sect bites. 

Lesson XIV. Accidents and poisoning. 

a. Burns; b. freezing; c. suffocation; d. choking; e. electric shock; 
f. nervous shock; g. foreign bodies in ear, eye, nose and 
throat; h. dog bite; i. snake bite; J. drowning, artificial 
respiration; k. poisoning; antidotes for irritant, corrosive, 
depressant and unknown poisons. 

Lesson XV. Injuries. 

A. Wound repair. 

a. Small cuts; punctured wounds and lacerated wounds; b. 
sterilization of wounds, hands and dressings; c. 
technique of dressing wounds. 

B. The circulatory system. 

a. Hemorrhages and their treatment. 

C. Muscles and bones. 

a. Sprains, fractures, dislocations ; b. bandages and bandag- 
ing; c. splints and how to apply them. 

the layette tnit 

A unit for young mothers already familiar with simple sewing pro- 
cesses. Emphasis is placed upon the selection of patterns and nia- 
terials from a hygienic, economic and practical standpoint, though the 
artistic element is touched upon in the handwork. 

Lesson I. Maternity clothing. 

Hygiene and construction ; selection of garments or patterns. 

Lesson IL Choice of garments in layette. 

Suitable materials ; appropriate lengths ; estimating costs and quan- 
tities for various widths of materials at different prices. 



—27— 

Comparison of costs of ready-made garments and materials for 

making at home. 
Is it practical to make all garments at home ? 

Lesson III. Flannel Gertrude. 

Seams and hems ; bindings or edge stitches ; possible stitches used — 
blanket, catch stitch, feather stitch, French knots, chain stitch; 
button holes and buttons. 

Lesson IV. Cotton Gertrude. 

French seams; rolled hems; application of lace or self-trimming 
with shaped hems; embroidery stitches or crocheted picoting. 

Lesson V. Slips and nightgowns. 
Neck and sleeve finishes; plackets. 

Lesson VI. Sacque or wrapper or nightingale. 
Edge finishes; sewing on tapes or ribbons. 

Lesson VII. Dress. 

Entre deux seaming; hand run tucks; suitable embroidery stitches. 

Lesson VIII. Coat, bunting or cape. 

Lining; buttons and buttonholes; pressing. 

Lesson IX. Baby's cap or hood. 

Lesson X. Carriage robes; blankets, comforters. 

Lesson XI. Accessories. 

Bootees and soft shoes; thumbless mittens; sleeve bands; diaper 
bags ; bibs, etc. ; undressing and dressing infant, demonstrated by 
trained nurse or skillful mother. 

Lesson XII. Laundering and care of 

a. Diapers; b. woolen garments; c. bedding; d. cotton garments. 

commercial patterns unit 

Largely demonstration, lecture and discussion course. It may be 
made a practical work course in simple costume design if pattern paper 
is used for work. 

Lesson I. IntcrjDreting the pattern. 

A. Taking measurements. 

B. Testing patterns. 

Lesson II. Alteration of a plain shirtwaist pattern. 

A. How* to change when 

a. Too small; b. too large; c. too long; d. too short. 

B. How to change to make 

a. Eaglan waist; b. kimono waist. 

C. How to change plain shirtwaist sleeve to 

a. Flare sleeve; b. tight fitting sleeve; c. full sleeve. 



—28— 

Lesson III. Alteration of a gored skirt pattern. 

A. How to change when 

a. Too short; b. too long; c. too small at hips or w^aist or 
both; d. too large at hips or waist or both; e. too 
large at hips and too small at waist; f. too large in 
waist and too small at hips. 

B. How to change to make 

a. Skirt of more gores; b. skirt of fewer gores; e. plaited 
skirt; d. circular skirt. 

Lesson IV. Adaptation of plain skirt and waist pattern to one-piece 
dress. 
Designing of collars and cuffs of various types. 

THE PAPEE DRESS FORM 

This dress form is made by pasting strips of gummed paper over a 
tightly fitted shirt worn by the woman for whom the form is being con- 
structed. It requires from forty-five minutes to an hour and a half 
to paste the paper, depending upon the size of the model, the skill of 
the workers, the number of workers, and the weight of the paper. Not 
less than two or more than four people can work successfully on the 
same model. After removing the form from the model, it requires 
about an hour to finish the form. 
Materials : 

Shirt : Use a thin cotton gauze shirt with long sleeves and high neck.. 
In order to fit snugly this shirt should be four to six sizes smaller than, 
the bust measure. 

Paper: One large or two small rolls of one-inch wide Kraft pai:)er. 
A "50 pound" paper gives the best results. 

Cardboard: Piece of heavy cardboard for base of form. That used 
in shipping cartons is good. 

Equipment: (1) Water container. (2) Sponge or cloth. (3) 
Needle. (4) Thread. (5) Tape measure. (6) Yard stick. (7) Pen- 
cil. (8) Sharp shears. (9) Safety razor blade with only one sharp 
edge and rigid back. (10) Wash basin. (11) Towel. (12) Shellac- 
and brush — (could be purchased by class). 

Processes : 

1. Fitting and placing shirt. 

2. Placing first coat of strips above waist. 

3. Placing second coat of strips above waist. 

4. Making sleeves. 

5. Placing first coat below waist. 

6. Placing second coat below waist. 

7. Making collar. 

8. Marking center front and back waist line and hip line. 

9. Eemoving form. 

10. Testing form and joining. 

11. Making base and attaching form. 

12. Finishing form with coat of shellac. 



—29— 



RENOVATIOX UKIT 



Lesson I. Care of clothing and household textiles; storing, brushing 
and pressing. 

Lesson II. Repairing by darning, patching and replacing of sections 
of garments. 

Lesson III. Renovation of cotton materials. Removal of stains and 
laundering. Starch, gum arable, rice and sugar for stiffening 
fabrics. 

Lesson IV. Renovation of wool and silk. Washing; dry cleaning, 
sponging and pressing; removal of spots. 

Lesson V. Dry cleaning. When is it profitable to dry clean at home? 
Methods. Comparison with commercial work. 

Lesson VI. Dyeing. 

remodeling unit 

Lesson I. Renovation and preparation of cloth. Examination of ma- 
terial; choice of design, application of pattern to avoid use of worn 
portions and piecing wherever possible; cutting. 

Lesson II. Construction })rocesses. 

Lesson III. Finishing processes. (This may be a longer unit, time 
depending upon material or garments used.) 

This may be given if desired in combination with tlie renovation 
unit. 

MILLINERY UNIT 

A teacher should have a special knack in millinery in order to under- 
take the teaching of this subject. Millinery is an art and unless gifted 
particularly a teacher is wise in not offering this unit. If a professional 
milliner, also possessed of teaching ability, is available it is advisable to 
procure her services for special millinery work. 

This unit is, of course, seasonal and ma}', with iiecessary change? be 
repeated during the year. 

Lesson I. Paper patterns. Selection of style, adaptation to individual. 
Explanation of equipment.- 
Planning and selection of materials to be used. 

Lesson II. Various wires and use of such; cutting out of buckram 
frames and wiring them; kinds of stitches used. 

Lesson III. Preparation of materials to be used for covering and 
renovation. Cut materials to cover hat. 

Lesson IV. Cover the brim ; edge finishing. 

Lesson V. Cover crown and trim hat; types of linings. 

Lesson VI. Renovation of trimming materials. Making of simple 
ribbon ornaments. 



—30— 

Lesson VII. Making of wire brims. 

Lesson VIII. Making of wire crown and cover; ware frames with 
foundation material. 

Lesson IX. Covering the brim and crown. Trimming. 

Lesson X. Making the simple flowers and trimmings. 

Lesson XI. Preserving and shaping of straw hats. Use of colorite; 
pressing of misshapes in hats. 

Lesson XII. Fashion show. How to wear a hat. Suitable hats for 
various occasions. 

laundeking unit 

Lesson I. Study of necessary equipment and supplies, labor saving 
devices. 
Effects of hard water — how to soften. 
Blueing, kinds and effect upon material. 
Starch, gum arable, rice and sugar for stiffening fabrics. 

Lesson II. Washing of white materials. 
Eemoval of stains. 

Lesson III. Washing of colored clothes. 
Setting of colors. 
Ironing of white clothes. 
Folding of garments and household linens. 

Lesson IV. Washing of woolen materials. 
Effect of rubbing and strong soaps. 
Effect of changing temperature of water. 
Methods of drying. 

Lesson V. Washing and ironing silk materials. 

Lesson A^I. Dry cleaning. 

Lesson VII. Sponging and pressing. 

Lesson VIII. If possible, visit public laundry and compare methods 
and economy with those of work done at home. Have various elec- 
tric machines brought in and demonstrated. Companies are glad 
to do this. 

UNITS IN food study 

Unit I. Meats. 

Lesson 1. Selection and care. Use of tougher cuts. 

Lesson 2. Left-overs. 

Lesson 3. Steaks and better cuts. 

Lesson 4. Poultry. 

Lesson 5. Fish. 

Unit II. Breads. 

Lesson 1. Batters — -cakes, waffles and fritters. 
Lesson 2. Doughs — quick breads and biscuits. 



—31— 

Lesson 3. Rolls, plain and fancy, rusks, Swedish tea rings, etc. 
Lesson 4. Yeast bread, quick process. 

Lesson 5. Yeast bread: slow process; variations, graham; whole 
wheat, etc. Sandwiches. 

Unit III. Food for the family group. 

Lesson 1. Needs of the body; nutritive value of foods. 
Food requirements of growing children. 
Food requirements of the aged. 

Lesson 2. Planning of menu. 

Cost of food. 
Lesson 3. Infant feeding, first six months. 

a. Preparation of foods. 

L Modifying cows' milk. 

2. Prepared foods. 

3. Goats' milk. 

b. Care of bottles, 
e. Soothing syrups. 

d. Schedules for feeding. 

e. Relation of food to gTOwth. 

Lesson 4. Second six months. 

a. Suitable food. 

1. Fruit juices. 

2. Cereal preparation. 

3. Vegetable juices. 

4. Toast. 

b. Food habits. 

c. Standards for growth and development. 

Lesson 5. Second year to school age. 

a. Kinds of food. 

1. Preparation. 

2. Quantities. 

3. Times of serving. 

b. Standards for growth and development. 

Lesson 6. School lunches. 

a. Importance of lunch carried to school. 

b. Planning of lunch. 

1. Need of variety. 

2. Planning entire lunch. 

3. Planning for supplement from school lunch room. 

c. Packing the lunch. 

Lesson 7. Invalid cookery, 
a. Liquid diet. 

1. Fruit juices. 

2. Broth.' 

3. Beef tea. 

4. Egg nog. 



—32— 

b. Soft diet. 

1. Gruels. 

3. Cereals. 

■ ': 3. Eggs, custards, meats. 

4. Gelatin. 

c. Principles of feeding sick. 

d. Arrangement and serving of trays. 

Lesson 8. Special diets. 

a. Diet for malnutrition, anaemia and underweight. 

b. Diet for overweight. 

c. Diet for constipation. 

d. Diet for colds. 

e. Diet for tuberculosis. 

Unit IV. Meal planning and serving. 

Lesson 1. Needs of the body, nutritive value of foods. 
Planning of menus. 

Lesson 2. Service of luncheon or supper, family style. 

Lesson 3. Service of luncheon, formal style. 

Lesson 4. Buffet luncheon. 

Lesson 5. Preparation and service of dinner, formal style. 

Lesson 6. Preparation and service of dinner, family style. 

Unit V. Fancy cookery. 

Lesson 1. Cocktails, canapes and various appetizers. 

Lesson 2. Entrees and sauces, garnishing. 

Lesson 3. Salads and accompaniments. 

Lesson 4. Cakes and icings. 

Lesson 5. Desserts, service and garnishing. 

Lesson 6. Beverages, sandwiches, fancy cakes and cookies. 

MOTHER CRAFT AND CHILD WELFARE 

These classes may be given under the direction of the school authori- 
ties or guidance of the home economics teacher, but will require the co- 
operation of others. It is suggested that the school nurse or other 
nurse in the community, a physician, librarian, kindergarten teacher 
and possibly others assist in carrying out these classes. 

References : 

The Mother Craft Mamud, Mary L. Read. 
Better Babies and Their Care, Anna Steese Richardson. 
The Care of the Child in Health, Nathan Oppenheim. 
Short Tails ivith Yoimg Mothers, Chas. Gilmore Kerley. 
Care and Feeding of Childreii, L. Emmett Holt. 

Lesson I. Preparation for motherhood. 

Lesson II. Growth of child. 

The development of muscle, bone, nerves. 
The nervous system. 



—as- 
Establishing regular hours and habits. 
Sleep in open air. 
Keep away from noise, crowds and excitement. 

Lesson III. Study of individual child. 

Standards for different ages in weight, size and devolopuient. 
Co-ojjerating agencies in child care. 

Children's health conferences and clinics. 

Baby saving campaigns, etc. 

Lessons IV, V, and VI. Physical care of child. (These lessons may 
be adapted from those suggested in special units on these sub- 
jects. ) 

Food for children — from birth to six years. 

Clothing for children. 

Care of children in illness. 

Diseases peculiar to children, prevention and care. 

Special care of skin and scalp. 

Eye, ear, nose, throat, tonsils, adenoids. 

Lesson VII. Education in the home. 
Early training — formation of habits. 
Discipline, obedience, punishment. 
Fostering of natural instincts, love, respect, etc. 

CHILD CARE AND TKAINING (EMPHASIS, HEALTH HABITS ) 

Lesson I. 

Standards for growth and development of children, correct weight, 
underweight and overweight. Causes of malnutrition. How to identify 
the malnourished child. 

Physical evidences 

Mental 

Social 

Serious cases, borderline cases. 

The case history: heredity, previous diseases, general health and hab- 
its, present symptoms. 

Value of preventing malnutritioii. 

Value of checking weight and growth. 

(If possible, it is advantageous to have this preliminary lesson given 
by a physician.) 

Lesson II. Essentials of health. 

(a) Food. 

Eest and sleep. 
Fresh air. 
Recreation. 
Personal hygiene. 

(b) Necessity for establishing health habits in early years. 



—34— 

XiESSON III. 

Food values and principles of feeding. 

(a) Food principles and composition of foods. 
Food for body building. 

Food for energy production. 
Vitamines and their function, 

(b) Diet and food habits. 

The balanced diet, essential foods. 
The school lunch. 

Lesson IV. Principles of hygiene and physiology. 

(a) The nervous system. 
The digestive system. 

The skin and excretion functions. 

(b) Care of the body: Bathing, care of teeth, proper clothing. 

Lesson V. Study of signs and symptoms of malnutrition. 

a. Physical signs. 

b. Nervous signs. 

Lesson VI. Training children in proper health habits. 

a. Home discipline. 

b. Food habits. 

c. Recreation, development of child's interests. 

d. Over-fatigue. 

Lesson VII. Methods of checking weights and measurements. 
How to weigh. 
How to mark charts. 
How to interest children in health habits. 

Lesson VIII. Play. 

The nursery or playroom. 

Kinds of play, beneficial and harmful. 

Games, value and kinds. 

The toy age. 

Education through toys. 

Tests for good toys. 

Harmful toys. 

Lesson IX. Story-telling. 

Value for mental training and development of imagination. 
Time and occasions for story-telling. 
Selection of stories. 

Lhsson X. Handwork. 
Value and kinds. 
Tools and materials. 
Cultivation of imagination. 

Lesson XI. Elementary foundation for permanent interests in science, 
history, literature, geoigraphy, music and art. 



—35— 

Lesson XII. Relation of parents to children. 
Duties toward children. 
Rights of childhood. 
Training- of children, a liberal education to parents. 



SHORT UNIT COURSES TAUGHT IN HOUSTON, TEXAS 

HOUSE DRESS UNIT 

Unit I. 

A. Discussion of materials. 

1. Suitable materials. 

2. Method of setting color. 

3. Shrinking. 

B. Use of commercial patterns. 

1. Interpretation. 

2. Testing. 

3. Alterations. 

C. Taking measurements. 

Measuring for material. 

Units II and III. Fitting pattern and cutting. 
Unit IV. Basting and fitting. 



Unit V. 


Neck finishes. 


A. 


Bound neck. 


B. 


Faced neck. 




1. Bias. 




2. Shaped. 




3. Mitred corner. 


C. 


True and skirt biases, 




Method of joining. 




Uses. 


Unit VI. Placket finishes. 


A. 


Bound and faced. 


B. 


Bound. 



Unit VII. Other finishes. 

A. Gathered side section. 

B. Application of collar to dress. 

Unit VIII. 

A. Hanging dress. 

B. Putting in hem. 

C. Finishing touches. 

Snaps, buttons, buttonholes, loops, etc. 

TAILORED shirt OR SHIRTWAIST UNIT 

The processes involved in making a man's shirt, the boy's blouse, a 
ladies' tailored shirtwaist, or the middy bouse are so much the same 
that it is suggested that any one of these problems might be chosen by 
the women enrolling for this unit. 



—36— 

Lesson I. 

(a) Selection of material suitable for problem chosen. 

(b) Measurements and discussion of amounts of material. 

(c) Demonstration of laying of pattern on material. Problems 

involved in striped materials. 

Lesson II. Front box plait and hem. 

Cutting, marking notches with colored thread, basting. 
Demonstration of sleeve plackets. 

Lesson III. Fitted collarbands and protection extensions for man's 
shirt. 

Lesson IV. Tailored seams. 

Shoulder, sleeve, and underarm. 
Fitting demonstration. 

Lesson V. Cuffs. 

Interlining material, shrinking and stitching. 
Application to sleeve. 
Applied and set in pockets. 

Lesson VI. Fitting. 

Correcting patterns according to fitting changes. 
Stitching. 

Lesson VII. Buttons and buttonholes. 

Lesson VIII. Finishing. 

MILLINERY UNIT 

Fall and Winter Hats 

Lesson I. Explanation of required tools and materials. 
Measurements. 

Lesson II. 

(a) Selection of style, adaptation to individual. 

(b) Cutting paper patterns for various shapes. 

(c) Cutting buckram or willow by pattern. 

Lesson III. Headsize wire, headsize band. 

Lesson IV. 

(a) Cutting around edge of brim, wiring, bending. 

(b) Calculating material for covering. 

Lesson V. 

(a) Eenovation of old materials for covering. 

(b) Preparation of new materials. 

(c) Cut material to cover top brim. 

Lesson VI. Joining seam ; pasting covering of top brim ; sewing around 
headsize and edge. 

Lesson VII. CrowTi. 

Making foundation, draping. 



—37— 

Lesson Vlll. Fitting facing-, sewing seam, sewijig at headsize and edge. 

Lesson IX. Trimming. 

Suitability to type of hat and individual. 

Eenovation of old trimmings. Making simple ribbon or eilk orna- 
ments. 

Lesson X. Ap])li cation of trimming. 
Lining hat. 

Lesson XI. Copying hats. 
Methods employed. 

(a) Tissue paper. 

(b) Blocked willow. 

Lesson XII. Exhibit of completed hats. 
Discussion of finished work. 



SURVEY COUESE ADAPTABLE TO WORKING GIRLS 

A series of suggested units which may be adapted to the home- 
making needs of working girls. (Adapted from an outline of the New 
York State Department of Education.) The group should plan largely 
its own course. Units may expand or contract according to the needs 
and interest of the group. Some units may be omitted entirely and 
others added according to needs. 

Unit I. Making the most of your money. A theme to run through- 
out course. 

a. General — apportioning to different purjioses. 

b. With special attention to personal income. 

c. Family income. 

Unit II. Clothing — 14 lessons (emphasis on selection). 

■ a. Undergarments — 2 lessons. 

b. Outer garments — 4 lessons. 

c. Underclothing — 2 lessons. 

d. Hats (remodeling and some construction) — 4 lessons. 

e. Remodeling of old clothing — 1 lesson. 

f. Shopping — 1 lesson. 

Unit III. Health and personal appearance — 8 lessons. 

a. Hair and scalp. 

b. Hands, nails, etc. 

c. Care of body. 

d. Bed room. 

e. Patent medicines. 

Unit IV. Foods — 8 lessons, 

a. Food needs in relation to food costs. 

b. Breakfast. 

c. Luncheon. 

d. Cafeteria. 

e. Dairy lunch. 



f. Box lunch. 

g. Dinner. 

h. Christmas candies, etc. 

i. Table settings. 

j. Recreation and games, hospitality (simple refreshments). 

Unit V. Shelter — 3 lessons. 

a. Responsibility in own homes. 

b. Responsibility in rented rooms. 

c. How to rent and what to look for. 

CLOTHING FOURTEEN LESSONS 

Unit I. Undergarments — 2 lessons. 

Study of fabrics, illustrations and actual types of chemise and 
camisoles and nightgowns, strengthening of new garments and 
repair of old ones, rapid construction of simple garments with 
calculation of time, cost and saving in construction of garments, 
hygiene of underclothing covering comfort, colds, cleanliness, 
perspiration, etc. 

Unit II. Outer garments — 4 lessons. 

Study of types through actual garments and illustrations — fabrics 
suited for blouses. Wrong hygiene in use of blouse substitutes, 
as silk and woolen sweaters or suits worn without underblouses. 
Their relation to body odors and perspiration. Construction of 
simple blouse. Simple lesson in hand laundering. Comparison 
of materials covering color harmony, cost practicability, etc. 

Unit III. Old clothing — 3 lessons. 

Repairing and remodeling, covering, ripping, sponging, cleaning, 
pressing, removal of spots, steaming of velvets, washing of .silks 
and woolen materials and refreshening feathers and flowers. 

Unit IV. Shopping — 1 lesson. 

How to make use of sales and bargains. Demonstrate ready-made 
clothing, cotton dresses, bloomers, waists, suits, woolen dresses, 
stockings and all underclothing. Have a saleswoman from some 
store to demonstrate the points. 

Unit V. Underclothing — 2 lessons. 

Study of corsets, hosiery and union suits. Effect upon circulation 
and general health. Their relations to body odors, perspiration 
appearance. How to wash and repair and how to buy. Use 
actual garments. 

Unit VI. Hats — 4 lessons. 

General study of uses of hats, types, materials, choice of design, 
decoration, shapes, frames, color harmony and health. Use real 
hats and frames. Remodeling and renovation of hats, flowers, 
straw, velvet, ribbons, silks, satin, feathers, lace and felt. How 
to put hats aw-ay for a season. 



—39— 



HEALTH — EIGHT LESSONS 



Unit I. Personal appearance — -2 lessons. 

Shampoos and general care of hair — hrnshing, washing, effect of 
circulation upon scalp, curling and dressing. Relation to gen- 
eral appearance and "job.^' 

Hands and their relation to appearance and "job." Care of nails, 
polishing and keeping nails clean. Dangers which result from 
carelessness. Some results from handling food with polluted 
hand. 

Infections, etc. 

Unit II. Health — 6 lessons. 

Care of body, prevention of disease, baths, deodorants, general care 
of skin, feet (effect of poorly selected slioes and stockings upon 
feet), teeth — relation of all these to general appearance and 
health. Posters and literature may be used. Constipation and 
its control. 

Unit III. Care of bedrooms, beds — 1 lesson. 

Ventilation, air, sunlight, wall covering, curtains, furniture, care 
of her clothes in room, storage. Relation of these details to com- 
fort and health. 

FOODS — eight lessons (EMPHASIS ON SELECTION) 

Unit I. If girls prepare their own or family breakfasts the following 
demonstrations may be made : 

Breakfast (suggestive) — 1 lesson. 

Dried fruit or fresh fruit. 

Cereal (preparation as to time, cost, saving of energy), digestibil- 
ity and nutritive value. 

Eggs (how best cooked for nutritive value and digestibility). 

Toast (cereal value). 

Milk (compared Avith other foods). 

Table manners and table setting. 

Unit II. Where can I get the best lunch downtown ? 
Box lunch (suggestive) — 1 lesson. 
Take inventory of previous day's lunch, kind, place of eating, 

cost, etc. 
Demonstrate types of lunches. 
If lunches are prepared at home discuss suitable combinations, 

methods of preparing, etc. 
Use of thermos bottle. 

Unit III. Candy — 1 lesson. 

A means of cultivating interest in Christmas spirit. 

Fondant (all of its uses). 

Fudge or pinoche. 

Taffy or butter-scotc'h. 

Saving of extra charge — studv of sugar. 



—40— 

Unit IV. Supper class — 3 lessons. 

Preparation and serving of simple and. nutritious supper, com- 
binations such as : 
Macaroni, cheese and tomatoes (meatless). 
Green vegetables. 
Cocoa (hot or iced). 
Gelatine dessert or baked apples. 

Unit V. Table setting — 1 lesson. 

Study of service, table manners, all dining room furnishings. Re- 
lation of dining room to the comforts of a home. (Lesson if 
successful must be adapted to needs of group.) 

SHELTEE — THREE LESSONS 

Responsibility of girl in her own home. Relationship to other 
members of family. Co-operation in operating home. Indebt- 
edness to family. Responsibility in rented room or other per- 
son's home. 

If pupil is married and has responsibility of home, study of dif- 
ferent rooms in house : Bathroom, bedrooms, kitchen, living 
room and their furnishings: Curtains, rugs, chairs, tables, pic- 
tures, plants. Disposal of waste. 



The remaining outlines in this bulletin are from Bulletin 28 of the 
Federal Board for Vocational Education. 



CLOTHIXG UNITS 

SLIP 

Lesson 1. Selection of pattern, cutting, and fittiug. 

Lesson 2. Hems, buttons, and buttonholes. 

Lesson 3. Neck and armhole finishes. 

Lesson 4. Neck and armhole finishes. 

UNDERSKIRT 

Lesson 1. Use of sewing machine, cutting, and basting. 

Lesson 2. Seam finishes. 

Lesson 3. Plackets. 

Lesson 4. Hems and flounces. 



bungalow apron 



Lesson 1. Cutting and fitting (speed work), 

Lesson 2. Seams, neck, and sleeve finishes. 

Lesson 3. Hem, placket, and belt. 

Lesson 4. Laundering, removal of stains. 



LI— 



WASHABLE DRESS 

Lesson 1. Selection of pattern, cutting and basting dress. 

Lesson 2. Fitting and alterations. 

Lesson 3. Seams. 

Lesson 4. Plackets. 

Lesson 5. Methods of finishing skirt at Avaist line. 

Lesson 6. Hems. 

Lesson 7. Belts and girdles. 

Lesson 8. Cuffs, sleeve finishes, fastenings. 

DRESS FORM 

Lesson 1. Fitted lining for dress form. 

Lesson 2. Padding of dress form. 

Lesson 3. Methods of draping waists. 

Lesson 4. Methods of draping sleeves. 

Lesson 5. Method of draping skirts. 

Lesson 6. Methods of draping dresses. 

Lesson 7. Class criticism of designs. 



Lesson 


1. 


Lesson 


2. 


Lesson 


3. 


Lesson 


4. 


Lesson 


5. 


Lesson 


6. 


Lesson 


7. 


Lesson 


8. 


Lesson 


9. 


Lesson 


10. 



M'OOL DRESS 

Testing pattern, cutting and basting dress. 

Fitting and alteration. 

Seam finishes, tucks, and placket. 

Methods of finishing waist. 

Sleeves. 

Hems and facings. 

Hanging skirt. 

Collar, cuffs, and girdle. 

Finishes and fastenings. 

Class criticism of finished dress. 



PARTY DRESS 

Lesson 1. Foundation lining. 

Lesson 2. Pattern draping for skirt. 

Lesson 3. Pattern draping for waist and overdraping. 

Lesson 4. Pattern draping for sleeves. 

Lesson 5. Making pattern and cutting dress. 

Lesson 6. Fitting, seams, and placket. 

Lesson 7. Edge finishes. 

Lesson 8. Adjusting overdraping, girdle, and fastening 



—42— 

infants' and childeen's clothing 

Lesson 1. Choice of garments for layette. 

Lesson 2. Flannel undergarments. 

Lesson 3. Slip and night dress. 

Lesson 4. Kimono wrapper and sacque, sleeping bag. 

Lesson 5. General discussion of children's clothing. 

Lesson 6. Cutting and fitting bloomers and dress. 

Lesson 7. Making bloomers and dress. 

Lesson 8. Finishing bloomers and dress. 

boy's suit 

Lesson 1. Preparation of material, cutting, and basting 

Lesson 2, Fitting and padding Jacket. 

Lesson 3. Making jacket. 

Lesson 4. Sleeves and lining. 

Lesson 5. Buttons and buttonholes. 

Lesson 6. Cutting trousers. 

Lesson 7. Making trousers. 

Lesson 8. Finishing trousers. 



FOOD STUDY 

HOME preservation OF FOOD 

Lesson 1. Canning of fruit. 

Lesson 2. Canning of vegetables. 

Lesson 3. Fruit juices. 

Lesson 4. Jelly making. 

Lesson 5. Preserves, jams, butters, and marmalades. 

Lesson 6. Pickles. 

Lesson 7. Salting and fermentation. 

THE housekeeper AND THE FOOD PROBLEM 

Lesson 1. Discussion of the food problems of the housewife. 

Lesson 2. Home production of food. 

Lesson 3. Fuel and time saving in food preparation. 

Lesson 4. Simplifying standards of living. 

Lesson 5. Economy in buying of foodstuffs. 

Lesson 6. Connnunitv kitchens. 



WHAT TO HAVE FOR THREE MEALS A DAY 

Lesson 1. Simple breakfast dishes. 
Lesson 2. Leftovers and luncheon dishes. 



-43— 

Lesson 3. How to estimate the food needs of the body. 

Lesson 4. Planning the menu for the day. 

Lesson 5. Marketing and cooking of meats. 

Lesson 6. Cost of food for a day. 

the development and feeding of the child 

Lesson 1. Growth and physical development of the average healthy 

child. 

Lesson 2. Food required in infancy. 

Lesson 3, Care and feeding of the child of prc-school age. 

Lesson 4. Nutrition of the older child. 

Lesson 5. Puberty and adolescence. 

Lesson 6. Educational hvgiene. 



CHILD MENTALITY AND MANAGEMENT 

Lesson 1. Infancy (birth to one year). 

Lesson 2. The pre-school child (one to six years). 

Lesson 3. Training and management of the infant and pre-school 

child.' 
Lesson 4. The school child (six to twelve years). 
Lesson 5. The adolescent (twelve to eighteen years). 
Lesson 6. Training and management of the school child and the 

adolescent. 
Lesson 7. The abnormal child. 

PLAY AND EECREATION 

Lesson 1. Introduction. 

Lesson 2. Nature of play. 

Lesson 3. Uses of play. 

Lesson 4. Practical application of play in child development and 

child training. 

Lesson 5. The play movement. 

Lesson 6. Organization and administration of play and recreation. 



BOOKS AND BULLETINS 

The following books are for the most part new. They will be of help 
to the evening school teacher both in subject matter and professionally: 

The Home Manual Series. Published by J. B. Lippincott Co., Chicago. 
Housewifery — Balderston. 
Home and Community Hygiene — Broadhurst. 
Clothing for Women — Baldt. 
■ Successful Canning and Preserving — Powell. 



Three Budget Pamphlets. 10c each, American School of Home 
Economics, 58th St. and Drexel Ave., Cliicago. 

Also a free bulletin, "How the Budget Family Save and Have." 
Same address. 

Clothing: Its Choice, Care and Cost — Woolman. Lippincott. 

Getting Your Monev's Worth — Lord. Harcourt, Brace & Co., New 
York City. 

Everyday Manners. Macmillan. 

Lessons in Cooking Through Preparation of Meals — Eobinson and 
Hammel. American School of Home Economics, Chicago. 

Teaching Home Economics. Macmillan. 

Textiles and Clothing — McGowan & Waite. Macmillan. 

Successful Family Life on a Moderate Income — Abel. Lippincott. 

Feeding the Family — Rose. Macmillan. 

See the bulletin list and book reviews in the November number of 
the Texas Vocational Progress and the book list required by the State 
Department of Education for high school affiliation. 

The bulletin on Child Care and Child Welfare (Bui. No. 65), pub- 
lished by the Federal Board for Vocational Education, is an encyclopedia 
of information on care of the child, including both physical and mental 
development. This bulletin is for the use of the teacher — not the 
pupils. Contains many helpful outlines. 



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